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Stress under the Spotlight: Linking Preservice Teachers' Employability Perceptions to School Engagement

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Title: Stress under the Spotlight: Linking Preservice Teachers' Employability Perceptions to School Engagement
Language: English
Authors: Gökhan Arastaman (ORCID 0000-0002-4713-8643), Barış Eriçok (ORCID 0000-0001-9217-9615), Berna Yüner (ORCID 0000-0001-7162-8397), Tuncer Fidan (ORCID 0000-0002-9954-1004), Nihan Demirkasimoglu (ORCID 0000-0001-8609-9985)
Source: Education & Training. 2026 68(4):626-642.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Stress Variables, Preservice Teachers, Student Attitudes, Employment Potential, Learner Engagement, Stress Management, Practicums, Career Counseling, Preservice Teacher Education, Teacher Education Programs, Foreign Countries
Geographic Terms: Turkey
DOI: 10.1108/ET-05-2025-0363
ISSN: 0040-0912
1758-6127
Abstract: Purpose: This study aims to investigate the relationship between school engagement and preservice teachers' perceived employability, with a particular emphasis on the direct relationship between employability and engagement and the mediating effect of stress. Design/methodology/approach: Quantitative data from 643 preservice teachers at three public universities in Türkiye were analyzed using a two-step analytical procedure aligned with reflective measurement theory. In Step 1, second-order confirmatory factor analysis (CFA) was conducted to validate the hierarchical measurement structure of the multi-dimensional constructs (perceived employability with six first-order dimensions; school engagement with three first-order dimensions). In Step 2, covariance-based structural equation modeling (CB-SEM) with bootstrapping was applied to test the hypothesized structural relationships among the validated latent constructs. Findings: The results indicate that perceived employability functions as a key psychological resource for school engagement. While higher employability perceptions are associated with stronger engagement, this positive effect is partially undermined by stress, which negatively shapes engagement and constrains the benefits derived from employability. Research limitations/implications: The implications of the present study highlight the importance of integrating employability-enhancement and stress-regulation strategies into teacher education programs and employability-enhancement initiatives, including the relevant practicums and career counseling into teacher education programs with a view to fostering resilience and engagement. Originality/value: The current research offers a unique perspective on resource dynamics in teacher education by identifying stress as a partial mediator and emphasizing the substantial direct impact of employability on engagement. By presenting some practical strategies for enhancing both employability and stress management, the findings target crucial knowledge gaps concerning their role in shaping professional commitment within highly competitive job markets. Additionally, this study contributes to global discussions on teacher education by offering valuable insights into effective preparation approaches.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505997
Database: ERIC
FullText Text:
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  Data: Stress under the Spotlight: Linking Preservice Teachers' Employability Perceptions to School Engagement
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  Data: <searchLink fieldCode="AR" term="%22Gökhan+Arastaman%22">Gökhan Arastaman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4713-8643">0000-0002-4713-8643</externalLink>)<br /><searchLink fieldCode="AR" term="%22Barış+Eriçok%22">Barış Eriçok</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9217-9615">0000-0001-9217-9615</externalLink>)<br /><searchLink fieldCode="AR" term="%22Berna+Yüner%22">Berna Yüner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7162-8397">0000-0001-7162-8397</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tuncer+Fidan%22">Tuncer Fidan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9954-1004">0000-0002-9954-1004</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nihan+Demirkasimoglu%22">Nihan Demirkasimoglu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8609-9985">0000-0001-8609-9985</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+%26+Training%22"><i>Education & Training</i></searchLink>. 2026 68(4):626-642.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: 17
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+Potential%22">Employment Potential</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Management%22">Stress Management</searchLink><br /><searchLink fieldCode="DE" term="%22Practicums%22">Practicums</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Counseling%22">Career Counseling</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1108/ET-05-2025-0363
– Name: ISSN
  Label: ISSN
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  Data: 0040-0912<br />1758-6127
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study aims to investigate the relationship between school engagement and preservice teachers' perceived employability, with a particular emphasis on the direct relationship between employability and engagement and the mediating effect of stress. Design/methodology/approach: Quantitative data from 643 preservice teachers at three public universities in Türkiye were analyzed using a two-step analytical procedure aligned with reflective measurement theory. In Step 1, second-order confirmatory factor analysis (CFA) was conducted to validate the hierarchical measurement structure of the multi-dimensional constructs (perceived employability with six first-order dimensions; school engagement with three first-order dimensions). In Step 2, covariance-based structural equation modeling (CB-SEM) with bootstrapping was applied to test the hypothesized structural relationships among the validated latent constructs. Findings: The results indicate that perceived employability functions as a key psychological resource for school engagement. While higher employability perceptions are associated with stronger engagement, this positive effect is partially undermined by stress, which negatively shapes engagement and constrains the benefits derived from employability. Research limitations/implications: The implications of the present study highlight the importance of integrating employability-enhancement and stress-regulation strategies into teacher education programs and employability-enhancement initiatives, including the relevant practicums and career counseling into teacher education programs with a view to fostering resilience and engagement. Originality/value: The current research offers a unique perspective on resource dynamics in teacher education by identifying stress as a partial mediator and emphasizing the substantial direct impact of employability on engagement. By presenting some practical strategies for enhancing both employability and stress management, the findings target crucial knowledge gaps concerning their role in shaping professional commitment within highly competitive job markets. Additionally, this study contributes to global discussions on teacher education by offering valuable insights into effective preparation approaches.
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  Data: EJ1505997
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      – Type: doi
        Value: 10.1108/ET-05-2025-0363
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 626
    Subjects:
      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Employment Potential
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Stress Management
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      – SubjectFull: Practicums
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      – SubjectFull: Career Counseling
        Type: general
      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Turkey
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      – TitleFull: Stress under the Spotlight: Linking Preservice Teachers' Employability Perceptions to School Engagement
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              Y: 2026
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